Educación inclusiva de calidad: requisitos para roles profesionales emergentes
Resumen Este artículo examina las diversas dimensiones de la educación inclusiva y dilucida los retos éticos y profesionales que plantea en el contexto de los actuales discursos ideológicos en torno a la educación. Presenta una definición crítica de la educación inclusiva y examina la manera en que este enfoque, respaldado por organizaciones internacionales como la Unesco, está transformando las prácticas pedagógicas y las interacciones de los implicados en los sistemas educativos. Hacen hincapié en la necesidad de que todas las partes interesadas desempeñen un papel activo en las relaciones educativas como parte de la transición de los sistemas escolares y educativos hacia modelos más abiertos a la diversidad. El enfoque inclusivo no se limita a la integración física, sino que pretende transformar los sistemas educativos de manera fundamental, garantizando la participación y equitativa de todos, independientemente de su origen cultural, socioeconómico o de su discapacidad.Para contextualizar el debate, el artículo ofrece una breve visión histórica de la evolución de los enfoques integradores en la educación. También se identifican y analizan los persistentes malentendidos que rodean al concepto de inclusividad y sus efectos deletéreos en la aplicación de prácticas verdaderamente justas. A continuación, el texto analiza la importancia de la relación entre los gestores educativos, los profesores y los alumnos, y su influencia en la percepción de pertenencia, la prestación de apoyo y, de forma más general, la creación de un clima inclusivo. A continuación, el texto examina las condiciones y las implicaciones éticas asociadas al objetivo de justicia social y a la ética del cuidado, abordando retos como el reduccionismo tecno-pedagógico o neurocientífico y el mal uso de las tecnologías digitales y nuevas.El aspecto innovador de este trabajo es su enfoque transformador y humanista de la educación, centrado en la diversidad y que requiere la colaboración entre educadores, responsables políticos y comunidades multi categoría. Este enfoque se basa en el reconocimiento de la singularidad de cada individuo y en la construcción de una ciudadanía activa y responsable, así como en la participación democrática del mayor número posible de personas. Las principales conclusiones indican que las prácticas inclusivas tienen un efecto beneficioso en el compromiso y el bienestar de los alumnos. Estas pruebas demuestran el potencial de tales métodos para fomentar entornos educativos más equitativos y eficaces.
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Aydarova, E. (2021). Building a one-dimensional teacher: Technocratic transformations in teacher education policy discourses. Educational Studies, 57(6), 670-689. https://doi.org/10.1080/00131946.2021.1969934
Ball, S. J. (2003). The teacher's soul and the terrors of performativity. Journal of Education Policy, 18(2), 215-228. https://doi.org/10.1080/0268093022000043065
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Biesta, G. (2024). Teaching and teacher education in the age of evidence: The case for artistry: An interview with Gert Biesta by Philip Winter. Educação, Sociedade & Culturas, 67, 1-18. https://doi.org/10.24840/esc.vi67.778
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Burbules, N. C. (2006). Dialogue in teaching: Theory and practice. Teachers College Press.
Chatenoud, C., Ramel, S., Trépanier, N. S., Gombert, A., & Paré, M. (2018). De l’éducation inclusive à une communauté éducative pour tous. Revue des sciences de l’éducation, 44(1), 3-11. https://doi.org/10.7202/1054155AR
Cliffe, J., & Solvason, C. (2022). The Messiness of Ethics in Education. Journal of Academic Ethics, 20, 101–117. https://doi.org/10.1007/s10805-021-09402-8
Corbion, S. (2020). L’école inclusive Entre idéalisme et réalité. https://doi.org/10.3917/eres.corbio.2020.01.
De Gaulejac, V., & Hanique, I. (2015). La dynamique de l’évaluation à l’école : enjeux, pratiques, perspectives. PUF.
Ebersold, S. (2015). L’inclusion scolaire des élèves handicapés : une question de justice sociale. L’Harmattan.
Fraser, N. (2003). Redistribution or recognition? A philosophical exchange. Verso.
Fulford, A. (2016). The reconstruction of personal experience in education. Journal of Philosophy of Education, 50(2), 264-278. https://doi.org/10.1111/1467-9752.12188
Gilligan, C. (1982). In a different voice: Psychological theory and women's development. Harvard University Press.
Harari, Y. N. (2024). Nexus: A brief history of information networks from the Stone Age to AI. Signal.
Harber, C. (2002). Schooling as Violence: An exploratory overview. Educational Review, 54(1), 7–16. https://doi.org/10.1080/00131910120110839
Higgins, C. (2011). The good life of teaching: An ethics of professional practice. Wiley-Blackwell.
Honneth, A. (1995). The struggle for recognition: The moral grammar of social conflicts. MIT Press.
Hughes, C. (2020). Addressing violence in education: From policy to practice. Prospects, 48, 23–38. https://doi.org/10.1007/s11125-019-09445-1
Jellab, A. (2021). Les élèves à besoins éducatifs particuliers à l’épreuve de l’égalité des chances ou ce que la “marge” pourrait faire à la “norme” : vers une inclusion réciproque au sein des EPLE ? La Nouvelle Revue de l’Éducation et de la Société Inclusives, 221-239. https://doi.org/10.3917/nresi.089.0221.
Johnson, D. W., & Johnson, R. T. (1999). Learning together and alone: Cooperative, competitive, and individualistic learning (5th ed.). Allyn & Bacon.
Kem, D. (2022). Personalised and adaptive learning: Emerging learning platforms in the era of digital and smart learning. International Journal of Social Science and Human Research, 5(2), 385-391. https://doi.org/10.47191/ijsshr/v5-i2-02
Kliewer, C., & Drake, S. (1998). Disability, eugenics and the current ideology of segregation: A modern moral tale. Disability & Society, 13(1), 95-111. https://doi.org/10.1080/09687599826939
Knight Abowitz, K. (2000). Democratic communities and the moral imagination in a postmodern era. Studies in Philosophy and Education, 19(3), 275-295. https://doi.org/10.1023/A:1005222813352
Kohout-Diaz, M. (2018). Tous à l'école ! Bonheurs, malentendus et paradoxes de l’éducation inclusive. Presses Universitaires de Bordeaux.
Lantheaume, F. (2011). La prise en compte de la diversité : émergence d’un nouveau cadre normatif ? Les dossiers des sciences de l’éducation, 26(2011), 117-132. https://doi.org/10.4000/dse.1120
Le Bec, M. (2024). Une tentative de mise en œuvre d’un dispositif inclusif dans le second degré. La nouvelle revue-Éducation et société inclusives, 100(3), 139-152. https://doi.org/10.3917/nresi.100.0139.
Levinas, E. (2003). Humanism of the Other (N. Poller, Trans.). University of Illinois Press. (Original work published 1973).
Marinova, D., de Ruyter, K., Huang, M. H., Meuter, M. L., & Challagalla, G. (2017). Getting smart: Learning from technology-empowered frontline interactions. Journal of Service Research, 20(1), 29-42. https://doi.org/10.1177/1094670516679
Molinier, P., Laugier, S., & Paperman, P. (2009). Qu’est-ce que le care? Souci des autres, sensibilité, responsabilité. Payot & Rivages.
Noonan, M. J., & Reese, R. M. (1984). Educability: Public Policy and the Role of Research. Research and Practice for Persons with Severe Disabilities, 9, 15-8. https://doi.org/10.1177/154079698400900102
Norwich, B., & Mittler, P. (2000). Including pupils with special educational needs in mainstream schools: Classroom teachers’ views. European Journal of Special Needs Education, 15(2), 155-170. https://doi.org/10.1080/088562500361477
Ravet, J. (2011). Inclusive/exclusive? Contradictory perspectives on autism and inclusion: The case for an integrative position. International Journal of Inclusive Education, 15(6), 667-682. https://doi.org/10.1080/13603110903334370
Rawls, J. (1971). A theory of justice. Harvard University Press.
Riehl, C. J. (2000). The principal's role in creating inclusive schools for diverse students: A review of normative, empirical, and critical literature on the practice of educational administration. Review of Educational Research, 70(1), 55-81. https://doi.org/10.3102/00346543070001055
Säfström, C. A. (2011). The politics of education as an art of interruption. Studies in Philosophy and Education, 30(2), 199-214. https://doi.org/10.1007/s11217-011-9210-x
Sailor, W. (2017). Equity as a basis for inclusive educational systems change. Australasian Journal of Special and Inclusive Education, 41(1), 65-81. https://doi.org/10.1017/jse.2017.10
Selwyn, N. (2016). Is technology good for education? Polity Press.
Smagorinsky, P. (2012). “Every individual has his own insanity”: Applying Vygotsky's work on defectology to the question of mental health as an issue of inclusion. Learning, Culture and Social Interaction, 1(2), 67-77. https://doi.org/10.1016/j.lcsi.2012.01.001
Taylor, C. (1994). Multiculturalism: Examining the politics of recognition. Princeton University Press.
Terzi, L. (2005). Beyond the dilemma of difference: The capability approach to disability and special educational needs. Journal of Philosophy of Education, 39(3), 443-459. https://doi.org/10.1111/j.1467-9752.2005.00447.x
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. ASCD.
Trocmé-Fabre, H. (1987). J'apprends, donc je suis : introduction à la neuropédagogie. Editions Eyrolles.
Tronto, J. C. (1993). Moral boundaries: A political argument for an ethic of care. Routledge.
UNESCO (2005). Guidelines for inclusion: Ensuring access to education for all. UNESCO Publishing.
UNESCO (2015). Education 2030: Incheon Declaration and Framework for Action towards inclusive and equitable quality education and lifelong learning for all. In World Education Forum 2015, Incheon, Republic of Korea. United Nations Educational, Scientific and Cultural Organization.
UNESCO (2017). A guide for ensuring inclusion and equity in education. UNESCO Publishing.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Warnock, H. M. (1978). Special educational needs: Report of the Committee of Enquiry into the Education of Handicapped Children and Young People. Her Majesty's Stationery Office. https://education-uk.org/documents/warnock/warnock1978.html
Wolff, E. (2011). Political responsibility for a globalised world: after Levinas' humanism. transcript Verlag. https://doi.org/10.1515/transcript.9783839416945
Wood, P. (1980). International classification of impairments, disabilities, and handicaps. World Health Organization. https://iris.who.int/handle/10665/41003
Aydarova, E. (2021). Building a one-dimensional teacher: Technocratic transformations in teacher education policy discourses. Educational Studies, 57(6), 670-689. https://doi.org/10.1080/00131946.2021.1969934
Ball, S. J. (2003). The teacher's soul and the terrors of performativity. Journal of Education Policy, 18(2), 215-228. https://doi.org/10.1080/0268093022000043065
Banks, J. A. (2009). Multicultural education: Issues and perspectives (7th ed.). John Wiley & Sons.
Biesta, G. (2024). Teaching and teacher education in the age of evidence: The case for artistry: An interview with Gert Biesta by Philip Winter. Educação, Sociedade & Culturas, 67, 1-18. https://doi.org/10.24840/esc.vi67.778
Biesta, G. J. (2010a). A new logic of emancipation: the methodology of Jacques Rancière. Educational Theory, 60, 39-59. https://doi.org/10.1111/J.1741-5446.2009.00345.X
Biesta, G. J. (2010b). Why ‘what works’ still won’t work: From evidence-based education to value-based education. Studies in Philosophy and Education, 29, 491-503. https://doi.org/10.1111/j.1741-5446.2006.00241.x
Booth, T., & Ainscow, M. (2002). Index for inclusion: Developing learning and participation in schools. Centre for Studies on Inclusive Education.
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
Burbules, N. C. (2006). Dialogue in teaching: Theory and practice. Teachers College Press.
Chatenoud, C., Ramel, S., Trépanier, N. S., Gombert, A., & Paré, M. (2018). De l’éducation inclusive à une communauté éducative pour tous. Revue des sciences de l’éducation, 44(1), 3-11. https://doi.org/10.7202/1054155AR
Cliffe, J., & Solvason, C. (2022). The Messiness of Ethics in Education. Journal of Academic Ethics, 20, 101–117. https://doi.org/10.1007/s10805-021-09402-8
Corbion, S. (2020). L’école inclusive Entre idéalisme et réalité. https://doi.org/10.3917/eres.corbio.2020.01.
De Gaulejac, V., & Hanique, I. (2015). La dynamique de l’évaluation à l’école : enjeux, pratiques, perspectives. PUF.
Ebersold, S. (2015). L’inclusion scolaire des élèves handicapés : une question de justice sociale. L’Harmattan.
Fraser, N. (2003). Redistribution or recognition? A philosophical exchange. Verso.
Fulford, A. (2016). The reconstruction of personal experience in education. Journal of Philosophy of Education, 50(2), 264-278. https://doi.org/10.1111/1467-9752.12188
Gilligan, C. (1982). In a different voice: Psychological theory and women's development. Harvard University Press.
Harari, Y. N. (2024). Nexus: A brief history of information networks from the Stone Age to AI. Signal.
Harber, C. (2002). Schooling as Violence: An exploratory overview. Educational Review, 54(1), 7–16. https://doi.org/10.1080/00131910120110839
Higgins, C. (2011). The good life of teaching: An ethics of professional practice. Wiley-Blackwell.
Honneth, A. (1995). The struggle for recognition: The moral grammar of social conflicts. MIT Press.
Hughes, C. (2020). Addressing violence in education: From policy to practice. Prospects, 48, 23–38. https://doi.org/10.1007/s11125-019-09445-1
Jellab, A. (2021). Les élèves à besoins éducatifs particuliers à l’épreuve de l’égalité des chances ou ce que la “marge” pourrait faire à la “norme” : vers une inclusion réciproque au sein des EPLE ? La Nouvelle Revue de l’Éducation et de la Société Inclusives, 221-239. https://doi.org/10.3917/nresi.089.0221.
Johnson, D. W., & Johnson, R. T. (1999). Learning together and alone: Cooperative, competitive, and individualistic learning (5th ed.). Allyn & Bacon.
Kem, D. (2022). Personalised and adaptive learning: Emerging learning platforms in the era of digital and smart learning. International Journal of Social Science and Human Research, 5(2), 385-391. https://doi.org/10.47191/ijsshr/v5-i2-02
Kliewer, C., & Drake, S. (1998). Disability, eugenics and the current ideology of segregation: A modern moral tale. Disability & Society, 13(1), 95-111. https://doi.org/10.1080/09687599826939
Knight Abowitz, K. (2000). Democratic communities and the moral imagination in a postmodern era. Studies in Philosophy and Education, 19(3), 275-295. https://doi.org/10.1023/A:1005222813352
Kohout-Diaz, M. (2018). Tous à l'école ! Bonheurs, malentendus et paradoxes de l’éducation inclusive. Presses Universitaires de Bordeaux.
Lantheaume, F. (2011). La prise en compte de la diversité : émergence d’un nouveau cadre normatif ? Les dossiers des sciences de l’éducation, 26(2011), 117-132. https://doi.org/10.4000/dse.1120
Le Bec, M. (2024). Une tentative de mise en œuvre d’un dispositif inclusif dans le second degré. La nouvelle revue-Éducation et société inclusives, 100(3), 139-152. https://doi.org/10.3917/nresi.100.0139.
Levinas, E. (2003). Humanism of the Other (N. Poller, Trans.). University of Illinois Press. (Original work published 1973).
Marinova, D., de Ruyter, K., Huang, M. H., Meuter, M. L., & Challagalla, G. (2017). Getting smart: Learning from technology-empowered frontline interactions. Journal of Service Research, 20(1), 29-42. https://doi.org/10.1177/1094670516679
Molinier, P., Laugier, S., & Paperman, P. (2009). Qu’est-ce que le care? Souci des autres, sensibilité, responsabilité. Payot & Rivages.
Noonan, M. J., & Reese, R. M. (1984). Educability: Public Policy and the Role of Research. Research and Practice for Persons with Severe Disabilities, 9, 15-8. https://doi.org/10.1177/154079698400900102
Norwich, B., & Mittler, P. (2000). Including pupils with special educational needs in mainstream schools: Classroom teachers’ views. European Journal of Special Needs Education, 15(2), 155-170. https://doi.org/10.1080/088562500361477
Ravet, J. (2011). Inclusive/exclusive? Contradictory perspectives on autism and inclusion: The case for an integrative position. International Journal of Inclusive Education, 15(6), 667-682. https://doi.org/10.1080/13603110903334370
Rawls, J. (1971). A theory of justice. Harvard University Press.
Riehl, C. J. (2000). The principal's role in creating inclusive schools for diverse students: A review of normative, empirical, and critical literature on the practice of educational administration. Review of Educational Research, 70(1), 55-81. https://doi.org/10.3102/00346543070001055
Säfström, C. A. (2011). The politics of education as an art of interruption. Studies in Philosophy and Education, 30(2), 199-214. https://doi.org/10.1007/s11217-011-9210-x
Sailor, W. (2017). Equity as a basis for inclusive educational systems change. Australasian Journal of Special and Inclusive Education, 41(1), 65-81. https://doi.org/10.1017/jse.2017.10
Selwyn, N. (2016). Is technology good for education? Polity Press.
Smagorinsky, P. (2012). “Every individual has his own insanity”: Applying Vygotsky's work on defectology to the question of mental health as an issue of inclusion. Learning, Culture and Social Interaction, 1(2), 67-77. https://doi.org/10.1016/j.lcsi.2012.01.001
Taylor, C. (1994). Multiculturalism: Examining the politics of recognition. Princeton University Press.
Terzi, L. (2005). Beyond the dilemma of difference: The capability approach to disability and special educational needs. Journal of Philosophy of Education, 39(3), 443-459. https://doi.org/10.1111/j.1467-9752.2005.00447.x
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. ASCD.
Trocmé-Fabre, H. (1987). J'apprends, donc je suis : introduction à la neuropédagogie. Editions Eyrolles.
Tronto, J. C. (1993). Moral boundaries: A political argument for an ethic of care. Routledge.
UNESCO (2005). Guidelines for inclusion: Ensuring access to education for all. UNESCO Publishing.
UNESCO (2015). Education 2030: Incheon Declaration and Framework for Action towards inclusive and equitable quality education and lifelong learning for all. In World Education Forum 2015, Incheon, Republic of Korea. United Nations Educational, Scientific and Cultural Organization.
UNESCO (2017). A guide for ensuring inclusion and equity in education. UNESCO Publishing.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Warnock, H. M. (1978). Special educational needs: Report of the Committee of Enquiry into the Education of Handicapped Children and Young People. Her Majesty's Stationery Office. https://education-uk.org/documents/warnock/warnock1978.html
Wolff, E. (2011). Political responsibility for a globalised world: after Levinas' humanism. transcript Verlag. https://doi.org/10.1515/transcript.9783839416945
Wood, P. (1980). International classification of impairments, disabilities, and handicaps. World Health Organization. https://iris.who.int/handle/10665/41003
Kohout-Diaz, M. (2025). Educación inclusiva de calidad: requisitos para roles profesionales emergentes. Teoría De La Educación. Revista Interuniversitaria, 37(2), 77–97. https://doi.org/10.14201/teri.32236
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